Energy-Effective Instruction Fetch Unit for Wide Issue Processors

2005 ◽  
pp. 15-27 ◽  
Author(s):  
Juan L. Aragón ◽  
Alexander V. Veidenbaum
Keyword(s):  
Effective Instruction ◽  
Instruction Fetch ◽  
Wide Issue

Energy-Effective Instruction Fetch Unit for Embedded Processors

2008 ◽  
Author(s):  
Cheol Hong Kim ◽  
Intae Hwang ◽  
Changhyeon Chae ◽  
Daewon Choi ◽  
Taejin Jung ◽  
...  
Keyword(s):  
Effective Instruction ◽  
Embedded Processors ◽  
Instruction Fetch

Inclusion of All Students in General Education? International Appeal for A More Temperate Approach to Inclusion

2018 ◽  
Vol 21 (2) ◽  
pp. 1-10 ◽  
Author(s):  
James M. Kauffman ◽  
Marion Felder ◽  
Bernd Ahrbeck ◽  
Jeanmarie Badar ◽  
Katrin Schneiders
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
World Wide ◽  
Effective Instruction ◽  
Best Interests ◽  
Important Goal ◽  
Full Inclusion ◽  
Wide Issue ◽  
The Common

Abstract Including students with disabilities in general education when appropriate is an important goal of special education. However, inclusion is not as important as effective instruction, which must be the first concern of education, general or special. Full inclusion, the claim that all students with disabilities are best placed in general education with needed supports, is a world-wide issue. Full inclusion does not serve the best interests of all students with disabilities. Including all students in the common enterprise of learning is more important than where students are taught.

How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans

2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Effective Instruction ◽  
Gifted Learners ◽  
State Education ◽  
Multiple Groups ◽  
State Plan ◽  
Every Student Succeeds Act ◽  
The U.S

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.

Effective Instruction: Critical Components of Teaching

1986 ◽  
Vol 19 (1) ◽  
pp. 46-47 ◽  
Author(s):  
Ellen Peters ◽  
John Lloyd
Keyword(s):  
Effective Instruction ◽  
Critical Components
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